After presenting a brief overview of the key elements that underpin Etienne Wenger\u2019s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant...

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue...

Constructs requiring additional conceptualization within the Community of Inquiry framework for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the...

The International Review of Research in Open and Distributed LearningVol. 14, No. 3(Jun 03, 2013)
pp. 427–461

This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use...

This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to...

This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete...

The International Review of Research in Open and Distributed LearningVol. 11, No. 3(Oct 13, 2010)
pp. 127–154

With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework ...